The School Accountability Report Card is issued annually by local school boards to provide information to parents and other interested members of the public. The report contains information about the school, student achievement data, the instructional program, and special activities or other notable features. Taken as a whole, the information paints a picture of the total school community by highlighting areas of pride and indicating where improvements may be made.

I invite parents and the public to learn more about our school by exploring the information in this report card. What emerges from the details is the portrait of a school/community where children are guided by a highly skilled and caring staff, who provide an excellent academic program. Students are also supported by parents who are actively involved in assisting their children and the school.

Cambria Grammar School provides a safe, nurturing environment that promotes a well-rounded program. Teachers, parents, and students work together as the children acquire a solid foundation of basic skills and higher level problem solving skills. Students are prepared for the future by acquiring a love of learning, an appreciation for the arts, and a reliance on personal competence and creativity.

Cambria Grammar School celebrates student accomplishments and, through the Peace Leader Program, helps students become responsible, caring citizens who strive to better their community and build positive relationships.

Kathy Lindberg, Principal

In Spring 2001, students in grades 2 through 11 took the Stanford Achievement Test, Ninth Edition (SAT9) to measure achievement in Reading, Math, Language, and Spelling. These tests will continue to be administered annually for the following reasons:

1) To provide individual assessment results in basic subjects for each student.

2) To compare student performance in our District to national norms.

3) To measure year-to-year instructional progress of classes and individual students.

4) To provide information which may be used to diagnose individual and group needs.

The results of student performance on this test in national percentile are reflected on the next page. A percentile score indicates how each grade, on the average, did in comparison to all other students in the same grade nationally. The scoring is set so that nationally, half of all students score below 50%, and half score above 50%. Special Education and English Learner students may take additional tests, depending on individual need. Cambria Grammar School's achievement level for the API increased this year from 716 to 752, thus qualifying the school for State financial incentives.

Student achievement in grades K-4 is reported to parents using a portfolio grading system and quarterly parent conferences. Student progress for grade 5 is reported on

report cards at each trimester

Cambria Grammar School's average K-5 daily attendance in 2000-2001 was 338 students. Attendance at school is very important to a student's educational growth, and the school continually encourages regular attendance. Percentage of actual attendance during 2000-2001 was 95%. Students who have perfect attendance each trimester receive certificates and recognition at school-wide assemblies. Children who cannot attend school for 5 or more days due to reasons other than illness are placed on independent study, and classroom teachers prepare work packets for students to complete outside of the classroom.

The cost of operating the District during the 2000-2001 school year was $7,069,712, approximately $7,820 per student in the District. This includes funds spent for general education, special education, state and federally funded special projects and additional support services. Cambria Grammar School also received funds from the Region XVIII Migrant Education Program and the Title VI Federal Class Size Reduction Program.

1999-00* salary comparisons and percentage of operating budget between the District and the State were:

District State for

ADA 935 ADA <1,500

Beginning Teacher 34,899 31,647

Mid-range Teacher 47,500 48,813

Highest Teacher 58,933 59,082

Average Principal 76,126 74,659

Superintendent 87,756 100,031

% for Admin Salary 6.79% 5.91%

% for Teacher Salary 44.47% 44.81%

*2000-2001 State statistics not yet available

Class sizes vary with the grade level, but the average for grades 4-5 is 26. Grades K-3 participate in the Class Size Reduction program, which limits class size to a maximum of 20 per class.

Our 2001-02, staff includes 17 full-time teachers, a resource specialist, a reading specialist, an instrumental music teacher, a general music teacher, a P.E. teacher, a school psychologist, school nurse, and speech therapist. Instructional aides assist in all combination classrooms, in 4th and 5th grade classrooms, in kindergarten, and in special pull-out programs.

The 2001-02 school year consists of 180 days from late August through June. Regular school days provide instruction for kindergarten at 200 minutes, grades 1-3 at 305 minutes, and grades 4-5 at 325 minutes.

Each Wednesday, grades 1-5 are released 60 minutes early for teacher staff development and planning meetings, student

doctor appointments, and special events. Minimum days are given before holidays, and for teacher training and parent conferences. Cambria Grammar School has 15 minimum days scheduled for 2001-02. Minimum days meet required State criteria of 200 minutes for kindergarten, 230 minutes for grades 1-3, and 240 minutes for grades 4-5.

Inservice days were held the equivalent of 6 days of the school year in 2000-2001, during which time teachers attended training sessions on topics such as Math, Language Arts, Technology, program improvement, and other areas of emphasis for student learning.

Cambria Grammar School directly instructs kindergarten students for the State-required 36,000 minutes in the school year, grade 1-3 students for 51,470 minutes, and grade 4-5 students for 54,580 minutes in the school year. Minutes of instruction in grades 1-5 exceed State requirements.

The District sets a high priority on having sufficient textbooks to support the instructional programs. Adoptions are coordinated with the State's cycle, ensuring that textbooks are always current. New health materials were implemented in 1996-97; language arts materials were adopted for 1997-98; a new social studies series was adopted in 2000-01; and a new math series has been adopted for 2001-02.

Students have access to an abundance of other instructional materials including reading and math workbooks, math and science manipulatives, library books, novels, and videotapes obtained through the County Office of Education.

All classrooms have computers, which are used to extend the curriculum as well as to provide drill and practice opportunities for students in the basic skills areas. Printers are used to enhance the writing process. Most of our classes and the library have access to the Internet for research and communication when the networking (which is in progress) is completed. A computer lab aide teaches keyboarding skills to all students in grades 2-5. Local individuals and businesses have been especially helpful to our school through donations to assist with upgrading our technology. Allied Arts has assisted the school by sending artists into the classroom for art lessons at every grade level.

Cambria Grammar School strives to provide a safe, clean environment for learning. The custodial staff includes one daytime maintenance person and one evening custodian. Students are encouraged to take responsibility for keeping the school litter-free. We participate in a school recycling program.

Although the school is overcrowded and lacks adequate playground space, the front of the school is beautifully landscaped. Parents provided materials and many hours of labor to beautify the campus and create an attractive garden for the children. Until a new school is built, the staff and children continue adapting to a less than ideal campus. The kindergarten classes are located at Santa Lucia Middle School. The computer room and library have moved to new rooms in the main building for the 2001-02 school year. Space constraints continue to provide challenges, although the library and computer lab have been upgraded with new paint, carpet, shelving and books, computers, and software programs to maximize their effectiveness and enhance the instructional program. The Accelerated Reading Program will be used in 2001-02 to compliment classroom reading instruction and ensure that students are guided towards library books at their reading level.

The school works closely with local agencies to educate all students on important safety issues. To assure safety on the playground, there are adult yard duty aides. Crime is virtually non-existent on the campus, and vandalism incidents are rare. The school environment reflects a close-knit community where parents are frequently on the campus assisting the staff in providing a quality experience for children. The School and District Safety Plan covers all aspects of student safety for natural and man-incurred emergencies, for evacuation and/or egress from schools, training for daily safety needs and emergencies, and identification of duties for all types of emergencies.

Monthly fire drills and regular emergency preparedness training keep staff and students conscious of safety procedures.

The school has implemented the Here's Looking at You 2000 program to teach students decision-making and conflict

resolution skills, and to provide information about drug abuse and how to avoid it. Our 5th graders participate in the D.A.R.E. program and have a unique opportunity to spend a week at the Yosemite Institute, and environmental science camp.

The staff plan whole school multi-cultural events to build school spirit and unity.

The staff has devised an effective discipline program based on assertive discipline that encourages students to limit their inappropriate behavior and earn positive support and reinforcement for appropriate behavior. A set of school-wide rules exists for all students on the playground. Students who violate these rules are issued discipline slips that have specific and appropriate consequences. Parents are involved in the positive behavior process. The Peace Leader Program also encourages positive actions and rewards good acts.

Classroom rules and consequences are developed by each teacher with student input. Teachers take the primary responsibility for managing student behavior because they are the ones most able to encourage students to be responsible and productive during the school day.

Monthly, whole-school assemblies give students the opportunity to receive recognition for their positive contributions to the classroom and school by being good citizens, excelling in academic areas, and passing basic facts tests. Peace Leader Assemblies are held on Friday mornings to honor good acts and recognize positive behavior.

Homework is a very important part of the school program. It is an opportunity for students to practice what is learned in

class. Students in grades K-5 usually receive homework assignments four times per week.

The Peace Leaders program was implemented during the 1999-2000 school year. This all-school program seeks to add a common language and additional support to the ongoing efforts of staff to teach our students how to resolve conflict in a peaceful fashion.

Teachers take an active role in determining the staff development and curriculum improvement needs of the school.

In 2000-2001, three in-service days were provided for staff through the Staff Development Buyback Program and three additional days through general funds. Early release days are scheduled for training and curriculum improvement. As part of the Peer Assistance and Review (PAR) and Beginning Teacher Support and Assessment (BTSA) Programs and the School Improvement Plan, teachers are able to be released from the classroom in order to observe their peers and provide positive feedback to each other on instructional techniques. District mentor teachers and the Principal work closely with new teachers to provide peer support. Teachers are encouraged to take advantage of the many County and State conferences.

Teachers work closely at the site and with our other schools to develop articulated and aligned curriculum.